title: Neurocognitive predictors of reading outcomes for children with reading disabilities.
abstract: This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.
authors.affiliation: Department of Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada. jan.frijters@brocku.ca
authors.forename: Jan C
authors.initials: JC
authors.lastname: Frijters
authors.forename: Maureen W
authors.initials: MW
authors.lastname: Lovett
authors.forename: Karen A
authors.initials: KA
authors.lastname: Steinbach
authors.forename: Maryanne
authors.initials: M
authors.lastname: Wolf
authors.forename: Rose A
authors.initials: RA
authors.lastname: Sevcik
authors.forename: Robin D
authors.initials: RD
authors.lastname: Morris
mesh_terms: D002648:Child; D003071:Cognition; D004410:Dyslexia / Q000175:diagnosis / Q000523:psychology*; D005260:Female; D006801:Humans; D007361:Intelligence Tests; D008297:Male; D008568:Memory; D009483:Neuropsychological Tests; D010700:Phonetics; D011597:Psychomotor Performance; D011932:Reading; D012073:Remedial Teaching / Q000379:methods; D016896:Treatment Outcome